Solo 101

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A basic introduction to the SOLO taxonomy

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Solo 101

  1. 1. SOLOTaxonomy
  2. 2. What is it?SOLO (Structure of ObservedLearning Outcomes) is a model oflearning that helps develop acommon understanding&language of learning that helpsteachers (and students)understand the learning process.
  3. 3. Volunteers!
  4. 4. 5 typical ways to answer a question Unistructural I have one idea about this subject Prestructural Multistuctrural I’m not sure I have several about this ideas about this subject subject Extended abstract Relational I can look at these I can link my ideas ideas in a new and together to see different way. the big picture…
  5. 5. With SOLO we can…• thoughtfully design learning intentions and learning experiences How can sentence structure make your writing interesting? What are the effects of varying sentence structures? What do you know about sentences?To understand the purpose of varying sentence structure
  6. 6. With SOLO we can…• identify and use success criteria which enable students to make meaningful progressTo understand how power is presented in Macbeth• I know several things about power in Macbeth• I can find connections between the things I know• I can suggest reasons why Shakespeare might havemade these choices
  7. 7. With SOLO we can…• provide feedback and feed forward on learning outcomes which is simple to understand and straightforward to act on.Feedback: “How have you demonstrated that yourknowledge is multistructural?”Feed forward: “What do you need to do to make itrelational?”
  8. 8. With SOLO we can…• reflect meaningfully on what to do next“OK, so my work isn’t relational yet. How can I connect what I know?” Language of Progress learning Deep & Understanding surface learning success Knowledge criteria
  9. 9. The language of learningSOLO level VerbsUnistructural define, identify, name. draw, find, label, match, follow a simple procedureMultistuctural describe, list, outline, complete, continue, combineRelational sequence, classify, compare & contrast, explain (cause & effect), analyse, form an analogy, organise, distinguish, question, relate, applyExtended generalise, predict, evaluate, reflect,abstract hypothesise, theorise, create, prove, justify, argue, compose, prioritise, design, construct, perform
  10. 10. SOLO vs Bloom’s• SOLO is based upon a theory about teaching and learning rather than a theory about knowledge, (Hattie and Brown, 2004)• Bloom’s is good for teachers: planning, questioning & checking learning• But not great for students: I’ve done applying sir, can I move on to analysis now?• Progress is not implicit with Bloom’s
  11. 11. SOLO is better because:• It’s a formative tool – provides useful feedback and makes next steps clear• It’s a useful assessment tool – clear links with mark schemes• It focuses on progress• It describes the learning outcome
  12. 12. Making it visible
  13. 13. Next steps• http://taitcoles.wordpress.com /• http://lisajaneashes.edublogs.o rg/• http://learningspy.co.uk/ @LearningSpy

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